In 2001 Larry Cuban published his book 'Oversold and Underused - Computers in the Classroom' in which he addresses the effect that the adoption of computer technology has had on education. But what can we learn from this writing as we head towards another revolution in education?

Findings suggest that simply telling learners that they would later teach another student changes their mindset enough so that they engage in more effective approaches to learning than did their peers who simply expected a test.

A recent lesson with my Year Six class reminded me of the fear teachers face when confronted by the unknown. I thought the lesson would go quite smoothly, I have taught it before but this time things went in an unexpected and frightening direction.

The quality of our questions, their power to engage and challenge thinking, combined with the opportunities we provide our students to ask the questions that matter to them are likely to be the times when the most powerful learning occurs. The challenge is to maximise these times.

On the Teaching Professor blog, the author starts with: "In May I finished a second edition of my Learner-Centered Teaching book. Revising it gave me the chance to revisit my thinking about the topic and look at work done since publication of the first edition ten years ago. It is a subject about which there is still considerable interest." And that it is. Check out the five characteristics of Learner-Centered Teaching helped me to think about my own thoughts of Learner-Centered engagement as a Tech. Coordinator who loves teachers and teaching.

For all of us, learning was an innate part of life. It was something we just did, that was as natural to us as breathing. If not for this innate desire to learn and with it the ability to do so, we would never learn to walk, or speak or interact with others. But what happens to this innate drive to learn and how might we get ti back?

"Why hexagons? Cos they've got six sides and when you give a pile of the them to kids their natural response is to start fitting them together and making connections between the multistructual base, making relationships visible."

While it might be no big surprise that we're more likely to remember what we've learned when the subject matter intrigues us, it turns out that curiosity also helps us learn information we don't consider all that interesting or important.

The researchers found that, once the subjects' curiosity had been piqued by the right question, they were better at learning and remembering completely unrelated information

if a student struggles with math, personalizing math problems to match their specific interests rather than using generic textbook questions could help them better remember how to go about solving similar math problems in the future.

there is no such thing as a dumb question, because as cognitive scientist Daniel Willingham notes in his book Why Don't Students Like School?, it's the question that stimulates curiosity -- being told the answer quells curiosity before it can even get going.